One of the unintended advantages of flipped learning is the ability for a learner to pause and rewind lectures. Through watching and re-watching the content they are able to pinpoint an area for improvement.
I’m still not a huge fan of flipped learning, it is still very content driven. However, an idea I’ve been playing with frequently lately – rewindable learning – comes from my research into using technology for assessment purposes.
Within a science unit into how natural forces shape the planet, I wondered what misconceptions the children might have and how I might teach for them. Initially, a lot of the kids thought it was the earthquake itself shaking the ocean cause tsunamis.
The children used two whiteboards, some counters to act as ‘magma’ (but also to give resistance to the whiteboards), water to simulate the fault in a subduction zone. By using manipulatable objects, the children ‘feel’ the forces at work – the slow build up of pressure in a subduction zone which is release as one plate moves under the other until that pressure is ‘released.’
Slowing down the footage and rewatching the videos I was able to guide the children to observe the details their eyes were missing – much like guided reading groups guided science groups offer the point to have interactions with children at the deeper level.
During our conversations ,the children were able to observe from the footage we had taken the point where the energy is released, the shifts happening in the seabed and the floor.
Narrating the experience after the event on iMovie helped children to make that connection between their concrete experience and conceptual understandings. The footage also served as assessment data for future learning engagements.
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